Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children ☆

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Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “For more information regarding Phases 2 and 3, please see related NCRECE publications (e.g., Downer et al., 2014; Pianta et al., 2014).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “For example, teacher-student interactions and instructional practices can be improved through focused coaching (Pianta, Mashburn, Downer, Hamre, & Justice, 2008; Yoshikawa et al., 2015), coursework (Hamre et al., 2012), and even viewing videos of effective teaching (Pianta et al., 2014).”
How Classroom Conversations Unfold: Exploring Teacher–Child Exchanges During Shared Book Reading (2019, background): “…for what should happen after the question is posed, and perhaps for this reason even well-designed, evidence-based programs have produced few changes in teachers’ practice and child outcomes (Jackson et al., 2011; Pianta et al., 2014; Preschool Curriculum Evaluation Research Consortium, 2008).”